Tutor’s Name: Julia Riggle
Tutoring Lesson Plan:
Read Aloud
The student will read “The Riddle of the
Rosetta Stone” out loud and answer
comprehension questions. The teacher will
take notes and record miscues as the student
reads the first chapter out loud.
Strategy Taught
Looking back in the story:
Once the student has finished reading chapter
one of “The Riddle of the Rosetta Stone”, the
teacher will ask the student to complete the
comprehension questions. The student will
look back in the story to find and recall
information. The student will use the book to
find textual evidence to support the answer.
Self Reflection
The teacher will ask the student if the strategy
is useful. The teacher will ask: “What is the
importance of quoting information directly
fromthe text, to back up your answer?”
Lesson Number: 2
Anecdotal Notes:
Read Aloud
When I first asked the student to read the
book out loud, she was reluctant. I offered to
read first. After reading the first two
paragraphs, Student A wanted to read. Student
A read the rest of the chapter. She miscued the
word “hieroglyph” and “hieroglyphics”
throughout the entire chapter. She would often
say “hieroglyphics” when the word was
“hieroglyphs.” Student A mispronouced
“centuries” by pronouncing the “c” as a /k/
sound rather than /s/ sound.
Strategy Taught
I read the student the comprehension
questions from the worksheet. Student A
answered the comprehension questions
without looking back in the story, resulting in
answers with low accuracy. Once I suggested
to look back in the story, Student A was able
to come up with an accurate answer. The
student was able to find the anwer in the text
just as the question was written.
Self Reflection
After teaching the student to look for the
answer in the text, Student A was able to find
the correct answer concise and exact. Student
A found the meaning to looking for the
answer in context.